ALEX Resources

   View Standards     Standard(s): [MA2015] (6) 9 :

9 ) Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6-NS6]

a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., - (-3) = 3, and that 0 is its own opposite. [6-NS6a]

b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. [6-NS6b]

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [6-NS6c]

[MA2019] (6) 12 :

12. Explain the meaning of absolute value and determine the absolute value of rational numbers in real-world contexts.

[MA2019] (6) 13 :

13. Compare and order rational numbers and absolute value of rational numbers with and without a number line in order to solve real-world and mathematical problems.

In Module 3, Topic B, students apply their understanding of a rational number’s position on the number line (6.NS.C.6c) to order rational numbers. Students understand that when using a conventional horizontal number line, the numbers increase as you move along the line to the right and decrease as you move to the left. They recognize that if a and b are rational numbers and a < b, then it must be true that -a > -b. Students compare rational numbers using inequality symbols and words to state the relationship between two or more rational numbers. They describe the relationship between rational numbers in real-world situations and with respect to numbers’ positions on the number line (6.NS.C.7a, 6.NS.C.7b). For instance, students explain that -10° F is warmer than -11º F because -10 is to the right (or above) -11 on a number line and write -10° F > -11º F. Students use the concept of absolute value and its notation to show a number’s distance from zero on the number line and recognize that opposite numbers have the same absolute value (6.NS.C.7c). In a real-world scenario, students interpret absolute value as magnitude for a positive or negative quantity. They apply their understanding of order and absolute value to determine that, for instance, a checking account balance that is less than -25 dollars represents a debt of more than $25 (6.NS.C.7d).

   View Standards     Standard(s): [MA2019] (6) 12 :

12. Explain the meaning of absolute value and determine the absolute value of rational numbers in real-world contexts.

[MA2019] (6) 13 :

13. Compare and order rational numbers and absolute value of rational numbers with and without a number line in order to solve real-world and mathematical problems.

The classroom resource provides a video that describes integers and absolute value. After utilizing this resource, the students can complete the short quiz to assess their understanding